Knowledge Power and Educational Reform Applying the Sociology of Basil Bernstein 1st Edition by Rob Moore, Madeleine Arnot, John Beck, Harry Daniels 0415559723 9780415559720

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ISBN 10: 0415559723

ISBN 13: 9780415559720

Author: Rob Moore, Madeleine Arnot, John Beck, Harry Daniels

This book is made up of a selection of writings from an international team of scholars, highlighting the contribution made to the field of educational policy and educational policy research by Basil Bernstein’s work on the sociology of pedagogy. These contributors explore, analyse and engage with contemporary political reforms of education, contemporary pedagogic debates and the changing nature of professional knowledge, relationships and structures. The subjects covered include: particular concepts such as voice research the significance of social class in relation to the language, schooling and home cultures differences between official and pedagogic recontextualising fields formation of different types of identities the construction of the learner formation of teacher identities and use of pedagogic discourses analysis of performance-based educational reforms and its impact on pedagogy.

Knowledge Power and Educational Reform Applying the Sociology of Basil Bernstein 1st Table of contents:

Part I Knowledge structures and epistemology

1 On the shoulders of giants Verticality of knowledge and the school curriculum

Progress: the very idea, and its sceptics

On the shoulders of giants

Kinds of verticality

The knowledge structure/pedagogic structure link

Conclusion

Notes

2 Knowledge structures and intellectual fields Basil Bernstein and the sociology of knowledge

Relations to and relations within

The pedagogic device, relations ‘within’ and the theoretic object

Generative theory

The logic of inquiry: theory and research

The discursive gap

Strong and weak grammars

Conclusion

Notes

3 On knowledge structures and knower structures

Knower structures in intellectual fields: the ‘two cultures’ debate

Knowledge structures

Knower structures

Legitimation codes

Knower structures in educational fields: Music in the school curriculum

Music GCSE: an élite code?

Curriculum documents

Pupils’ perceptions

Conclusion

Notes

4 Climbing the ladder of knowledge Plato and Bernstein

Notes

Part II Knowledge, identity and voice

5 Power, pedagogic voices and pupil talk The implications for pupil consultation as transformative practice

Power, ‘voice’ and the pedagogic device

Pedagogic voices and encounters

Classroom talk

Subject talk

Identity talk

Code talk

Pupil consultation and the ‘yet to be voiced’

Conclusion

Notes

6 Disembedded middle-class pedagogic identities

Framework

Decentred identities

Instrumental (market)

Therapeutic

Retrospective identities

Fundamentalist

Elitist

Prospective identities

Applying the framework

Decentred identities: instrumental (market)

Decentred identities: therapeutic

Retrospective identities: fundamentalist

Retrospective identities: elitist

Prospective identities

Methodological and theoretical issues

Conclusion

Notes

7 Children’s recontextualizations of pedagogy

Pedagogic modes

The study

The imaginary subject and pedagogic modes

The imaginary subject – summary

Children’s recontextualizations of knowledge

Function talk

Structure talk

Concluding remarks

Notes

Part III Professional knowledge and pedagogic change

8 Languages of description and the education of researchers

Broad-based training and generic skills

Mixing methods

Epistemological oppositions

Diversification of doctoral studies

The pedagogic potential of languages of description

The process of analysis

Moving between qualitative and quantitative analysis

Conclusion

9 Teachers as creators of social contexts for scientific learning New approaches for teacher education

Teacher performance and specific coding orientation

Instruments of analysis

General aspects

Recognition and passive realization rules

Active realization rules

Intra-disciplinary relations

Inter-disciplinary relations

Academic–non academic knowledge

Conclusion

Notes

Acknowledgements

10 Activity, discourse and pedagogic change

The development of activity theory

The first generation

The second generation

The third generation

An overview of relevant aspects of Bernstein’s thesis

The potential for progress in the development of Bernstein’s work

Organizational practices

Classification

Framing

Culture and language

Social positioning

Contradiction and change in transmission practices

Conclusion

Part IV Policy innovation, discourse and educational reform

11 ‘Directed time’ Identity and time in New Right and New Labour policy discourse

‘Thatcherism’ and New Right prospective identities

New Labour’s modernizing agenda and new prospective identities

The modernization of the teaching profession

Making up for lost time: accelerating the ‘standards agenda’

Conclusion

Notes

12 Toward a sociology of educational change An application of Bernstein to the US ‘No Child Left Behind’ Act

‘No Child Left Behind’ legislation

Bernstein’s theory of pedagogic practice and discourse

Bernstein and ‘No Child Left Behind’

Notes

13 Literacy, pedagogy and social change Directions from Bernstein’s sociology

On recognizing change

The domination of market orientation and ‘schizoid’ language

Markets and meanings

Is change really needed?

Changing literacy pedagogy

The pedagogic device and planned change through pedagogy

Concluding remarks

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Rob Moore,Madeleine Arnot,John Beck, Harry Daniels,Knowledge